2 2 10 Career Path Blueprint Draft by 74m5iQ

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									CAREER PATH GOAL STATEMENT:
The main objective of our career path component is to engage teachers in and near
the classroom. We will utilize our teachers as resources to increase effectiveness of
all school and district systems related to student success.

CAREER PATH COMPONENTS:
Our design team developed a circular model of career path options that represents
fluidity between systems and levels. The systems element of our model is reflected
in four quadrants which indicate areas of specialty and are designated:

      School Wide Systems
      District Wide Systems
      Classroom Techniques
      Subject Matter Specialty

The levels portion is represented by the rings in the circle. The three rings indicate
professional advancement and are designated

    Emerging (New to Profession and/or District)
    Proficient
    Resource

CAREER LEVELS DEFINED:
Emerging Level (New to Profession and/or District)
At the Emerging level there are two groups of teachers represented: teachers new
to the profession, and teachers with prior teaching experience who are new to the
district. While both groups start at the same level, movement may occur at
different times. There are Emerging level requirements that must be met or
achieved before developing a professional growth plan.

In order to move out of the center ring, a teacher would develop a professional
growth plan (PGP). The PGP allows for both traditional and non-traditional ways
of advancing professionally and is not limited to earning college credits or years of
experience. A professional growth plan is a multi-year plan created by the
individual teacher to guide their professional growth. A PGP will be reviewed in
collaboration with (group to be determined/defined at a later date).

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Proficient Level
At the Proficient level, teachers have successfully completed all Emerging level
requirements and have become proficient in the pedagogy of teaching. Teachers at
this level will begin implementation of their professional growth plan. The
outcome of this plan will be the creation of a professional portfolio. Professional
growth plans may evolve during the implementation phase allowing for new
interests or refinement of the individual’s career path. In order to progress to the
Resource level the portfolio will be presented to a peer review committee
comprised of three peers and one administrator. The committee will make a
recommendation to move the teacher to Resource level or advise them on
additional qualifications that should be met.

Resource Level
At the Resource level a teacher is identified as a district resource charged with
contributing to the effectiveness of all school and district systems related to student
success. A Resource level teacher is expected to collaborate with peers and
administrators when acting as a district resource.

A teacher directory will be posted online indicating Teacher Resources available
for collaboration and guidance. This directory may be utilized by any employee
seeking assistance within a resource teacher’s specialty. Teachers may become
resources in multiple areas. Teachers at the Resource level may propose innovative
ways to share their talents. A few examples could include, but are not limited to the
following ideas:

    Request release time for one period during one semester to develop 4th grade
     science lessons aligned with standards. A strong proposal may include an
     element of collaboration with other 4th grade teachers.
    Request an opportunity to establish a studio classroom where other teachers
     may observe best practices being modeled.
    Teacher will be eligible to participate in summer-time work of developing
     and/or selecting new curriculum.



Revised 2.3.2010                                                                 Page 2
QUADRANTS DEFINED:

   1. Classroom Techniques: this quadrant represents classroom related skills.
      These may include, but are not limited to the following list:
         a. Behavior management
         b. Differentiated instruction
         c. Lesson structure
         d. Standards based instruction and assessment
         e. International Baccalaureate Program (pushes higher level thinking,
            global approach)
         f. Blooms Taxonomy (Data, Knowledge, Application, or Wisdom or
            DKAW)
         g. Integrating technology
         h. Inclusion
         i. Multiple Intelligences

   2. School-Wide Systems: this quadrant represents school-wide programs.
      These may include, but are not limited to the following list:
         a. Positive Behavior Systems (PBS)
         b. Data driven decision making (data teams, recovery)
         c. Subject matter interventions (math, reading, science, social studies)
         d. International Baccalaureate Program
         e. Common assessments
         f. Literacy (walk-to-read, title-1 reading)
         g. Student Support Teams (SST)
         h. Student Services (inclusion, behavior, accommodations and
            modifications, differentiation, 504)
         i. Talented and Gifted Programs (TAG)
         j. School administration
         k. Community school
         l. Tech cadre
         m. Subject-matter mentors
         n. Teachers hosting student teachers (coordinate between placements



Revised 2.3.2010                                                              Page 3
   3. District-Wide Systems: This quadrant represents any district-wide
      initiatives. These may include, but are not limited to the following list:
          a. Student Services
                  i. Safe Schools (risk assessment, crisis intervention prevention,
                     crisis response teams)
                 ii. Health and Wellness
                iii. Positive Behavior Systems (PBS)
                iv. Talented and Gifted Programs (TAG)
                 v. Special Education
                vi. ELL
               vii. Community Schools

          b. Educational Improvement
                 i. Standards based grading
                ii. Instructional coach
              iii. Literacy coach
               iv. Curriculum adoptions

          c. District Administration
                i. Policy development and implantation
               ii. Administrative positions

          d. District Initiatives
                 i. CLASS Project
                ii. Standards based report card implementation
              iii. Literacy
               iv. Community schools
                v. Tech cadre
               vi. Practicing teachers teaching pre-service teachers???




Revised 2.3.2010                                                                Page 4
   4. Subject Matter: This quadrant represents any subject matter specialties
      which is not limited to District work, may be state and national levels. These
      may include, but are not limited to the following list:
        a. National subject matter association involvement or leadership
        b. Oregon Math Leadership Institute
        c. National Board Certification
        d. State and national organizations specific to subject matter.
        e. Subject matter endorsements
        f. Continuing higher education subject matter specific
        g. Teachers able to teach courses for credit



Our blueprint addresses advanced leadership roles by creating greater recognition
of our internal experts. Our model encourages individual growth by emphasizing
personal talents, skills, and interests.




Revised 2.3.2010                                                              Page 5

								
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